Implementing a KM Strategy at the CSIR: Organizational Aspects To Consider

The next stage to apply the process outlined in the road map would be to consider various organizational aspects that would impact on the implementation of a KM strategy at the CSIR.

The researcher again uses Heisig’s (2001, 2009) framework (cf chapter 4.6) to discuss the impact of organizational factors on the KM implementation process. She further refers to Nonaka and Toyama’s (2003) four conversion modes in her discussion.

Knowledge creation process:

The findings indicate that institutional knowledge is primarily created in the CSIR during research conducted for projects and by means of the various training sessions held internally and externally.

During training, it is common that facilitators provide written documentation of the training materials for the participants. The training sessions attended by the employees can thus be seen as the process of creating explicit knowledge from explicit knowledge, i.e. the combination mode. Socialization happens when the mentors and /or trainers share their work experience, or tacit knowledge with the trainees. Externalization occurs when the trainees store their newly-acquired knowledge in a repository, e.g. website, portals, databases, etc. Internalization is the result of applying explicit knowledge through action and practice and in the process becoming the tacit knowledge of individuals. A problem occurs when, due to tight project timelines, such enabling activities are often regarded as a low priority.

During the research process knowledge is created when the researchers conduct experiments and integrate these with knowledge acquired from external information resources (e.g. the literature in the field) (combination and externalization). The final research findings are then made public and shared with colleagues and other stakeholders (socialization) and by means of research reports (combination) that are stored in

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repositories (externalization). New knowledge acquired in this way is then in turn applied in other work processes (internalization).

Knowledge storage:

Here two perspectives are considered: individual and organizational. From an individual perspective, knowledge is stored inside each individual’s mind (Becerra-Fernandez et al., 2004; Mertins et al., 2001). Whenever an employee creates knowledge, he or she goes into the process of learning, i.e. the internalization process. From the organizational perspective, individuals are encouraged to document what they learn, and then store them in repositories, in order to prevent knowledge loss, i.e. the externalization process (Nonaka &

Toyama: 2003). However, even though efforts are made to store knowledge, a problem arises with regard to how to effectively capture and store tacit knowledge. It is understood that not all tacit knowledge can be codified and made explicit - the focus, however, is on how to store the specific tacit knowledge that is deemed to be of importance for the execution of work processes in the CSIR.

Knowledge distribution:

Employees should be encouraged to more actively share or distribute the knowledge they have generated or acquired as well as experience they have gained; i.e. the socialization process takes place. Such sharing of knowledge then in turn enables another individual to create new knowledge. It was however mentioned earlier that enabling or sharing sessions are not highly prioritized at the CSIR – it was observed during the interviews that the reason for this is the tight project timelines these sessions are therefore frequently postponed.

It is further acknowledged that informal meetings, while very valuable for tacit knowledge sharing, are however, difficult to manage. There is also the question of how to effectively share tacit knowledge. It is often impossible to completely transfer tacit knowledge - such knowledge sharing is very dependent on an individual’s good communication skills, experience and wisdom. It is however recommended that although often problematic, the

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CSIR’s management should encourage such informal meetings as part of the socialization process as it is argued that it would help to improve productivity and organization’s general effectiveness (cf. also comments made by Nonaka & Toyama, 2003). Employees should further also be expected to actively contribute to the institutional knowledge base by updating the organization’s portals and databases with knowledge acquired during training sessions, when conducting new research, etc.. Such contributions would enable the internalization and combination processes (Nonaka and Toyama, 2003).

Knowledge application:

The findings of the study confirms the argument of Mertins et al. (2001, p. 4) that knowledge application is in fact ‘‘the most essential task of knowledge management’’ as it triggers the whole knowledge cycle and affects all KM processes. Knowledge application at the CSIR mostly relates to the application of such knowledge when employees participate in research projects and particularly when they encounter problems they have to solve when the latter occurs, they often ask their colleagues for assistance, consult the literature in the field, or request to attend a formal training session to enhance their knowledge. This indicates, as suggested by Heisig (2001), that the knowledge application process undoubtedly triggers the knowledge creation process.

As mentioned before, it is evident that while the CSIR does to a certain extent engage with knowledge management in its daily activities it has not been fully implemented. The KM strategy and implementation plan that is being proposed in this dissertation is a step in the direction to encourage the CSIR to reap the benefits of knowledge management by systematically incorporating KM practices in all its activities.

Having argued for the full and structured implementation of KM at the CSIR, the researcher however also wishes to highlight possible barriers to such implementation:

The unavailability of mentors could impede the knowledge creation process.

It remains a problem to effectively capture and further properly store tacit knowledge.

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An obstacle to the process of knowledge transfer could be the fact that all employees are working against deadlines and that there is generally insufficient time to attend or organize knowledge transfer sessions. Consequently, these sessions would mostly be carried out on an informal basis.

Another issue that needs resolving with regard to the knowledge distribution process is finding a way to effectively share tacit knowledge. Although it is understood that one cannot completely transfer tacit knowledge, the organization can still focus on transferring the tacit knowledge that is deemed important for project execution.

Finally, a barrier to the knowledge application process may be the fact that employees often do not know how best to apply their own knowledge when working on a project.

Having identified possible problems that may occur in KM implementation, the researcher is however still convinced that the problems can be overcome and that the CSIR would derive considerable benefit if knowledge management were to be implemented in a more structured way. She therefore recommends that the CSIR should seriously engage with strategizing to fully implement knowledge management. Not only would knowledge management enable the CSIR to enhance its capabilities, innovate more effectively and improve working processes, but it would also prevent knowledge loss.